Power League of Printing

Unsecured Personal Loans

admin — Thu, 12 Aug 2010 03:11:23 +0000

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Bull Bars Car Id

admin — Wed, 21 Jul 2010 03:55:55 +0000

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Initiates major study of infant development

admin — Tue, 29 Dec 2009 09:54:06 +0000

At the Institute, Bayley began a major study of normal and handicapped infant development. It became famous as the Berkeley Growth Study. Her 1933 publication, The California First-year Mental Scale, was followed in 1936 by The California Infant Scale of Motor Development. In these works, Bayley introduced methodologies for assessing infant development. Likewise, her 1933 publication, Mental Growth During the First Three Years, became a milestone in developmental psychology. Bayley earned the G. Stanley Hall Award of the APA’s Division of Developmental Psychology in 1971.

In 1954, Bayley became head of child development in the Laboratory of Psychology at the National Institute of Mental Health in Bethesda, Maryland. There she worked on the National Collaborative Perinatal Project, a study of 50,000 children from birth to age eight. The study examined neurological and psychological disorders, including cerebral palsy and mental retardation. The newly revised Bayley Mental and Motor Scales were used to assess the development of hundreds of children from one to eighteen months of age. Many surviving subjects of this study continued to participate in follow-up studies. Among her many findings, Bayley demonstrated that there were no sex-related differences in physical and mental development. She continued to work on this project after returning to Berkeley as the first head of the Harold E. Jones Child Study Center at the Institute of Human Development. She also acted as consultant on a study of infants with Down syndrome at the Sonoma State Hospital in California.

Taken from : The Gale Encyclopedia Of Psychology 2ND Edition - Bonnie Strickland

The third of five children

admin — Sat, 26 Dec 2009 09:49:45 +0000

The third of five children of Prudence Cooper and Frederick W. Bayley, Nancy Bayley was born in The Dalles, Oregon, in 1899. She and her siblings were delivered by her aunt who had become a country physician after her husband died. Bayley’s father was head of the grocery in a department store in The Dalles. Childhood illness prevented Bayley from attending school until she was eight, but she quickly made up the missed grades and completed high school in The Dalles.

Defines her niche in developmental psychology
Although she entered the University of Washington in Seattle with plans to become an English teacher, Bayley quickly switched to psychology after taking an introductory course with E. R. Guthrie. She earned her B.S. degree in 1922 and her M.S. degree two years later, while serving as a research assistant at the Gatzert Foundation for Child Welfare at the university. For her master’s thesis under Stevenson Smith, Bayley devised performance tests for preschoolers, a subject that would occupy her for the rest of her life. A graduate fellowship then took Bayley to the State University of Iowa (now the University of Iowa) in Iowa City where she earned her doctoral degree in 1926. For her Ph.D. dissertation, Bayley used the newly invented galvanometer to measure electrical skin responses to fear in children. It was one of the first studies of its kind.

In 1926, as an instructor at the University of Wyoming, Bayley published the first of her nearly 200 contributions to the literature of psychology. Two years later, Harold Jones invited her to become a research associate at the Institute of Child Welfare (now the Institute of Human Development) at the University of California at Berkeley. Bayley was to remain there for most of her career. At Berkeley she met John R. Reid, a doctoral candidate in philosophy. They married in 1929, and Reid joined Bayley at the Institute. While at Berkeley, Bayley taught a course on developmental assessment of infants and small children in the Department of Psychology and held concurrent research positions in psychology and anatomy at Stanford University.

Taken from : The Gale Encyclopedia Of Psychology 2ND Edition - Bonnie Strickland

Unlike many other medical conditions

admin — Wed, 23 Dec 2009 09:47:29 +0000

Unlike many other medical conditions, child abuse is preventable. Family support programs can provide parenting information and training, develop family skills, offer social support, and provide psychotherapeutic assistance before abuse occurs.

Recognizing and treating physical

admin — Sun, 20 Dec 2009 09:45:43 +0000

Recognizing and treating physical abuse in the adolescent is by far the most difficult. By now the teen is an expert at hiding bruises. Instead, teachers and health care professionals should be wary of exaggerated responses to being touched, provocative actions, extreme aggressive-ness or withdrawal, assaulting behavior, fear of adults, self-destruction, inability to form good peer relationships, alertness to danger, and/or frequent mood swings. Detection is exacerbated by the fact that all teenagers exhibit some of these signs at one time or another.

Abused teens do not evoke as much sympathy as younger victims, for society assumes that they are old enough to protect themselves or seek help on their own. In truth, all teenagers need adult guidance. The behavior that the abused adolescent often engages in—delinquency, running away, and failure in school—usually evokes anger in adults but should be recognized as symptoms of underlying problems. The abused teen is often resistant to therapy, which may take the form of individual psychotherapy, group therapy, or residential treatment.

While reporting child abuse is essential, false accusations can also cause great harm. It is a good idea for anyone who suspects that a child is being physically abused to seek confirmation from another adult, preferably a non-relative but one who is familiar with the family. If the second observer concurs, the local child protective services agency should be contacted. The agency has the authority to verify reports of child abuse and make decisions about protection and intervention.

Taken from : The Gale Encyclopedia Of Psychology 2ND Edition - Bonnie Strickland

Once diagnosed, the treatment

admin — Thu, 17 Dec 2009 09:44:16 +0000

Once diagnosed, the treatment for battered children is based on their age and the potential for the parents or guardians to benefit from therapy. The more amenable the parents are to entering therapy themselves, the more likely the child is to remain in the home. For infants, the treatment ranges from direct intervention and hospital care to foster care to home monitoring by a social service worker or visiting nurse. Ongoing medical assessment is recommended in all types of treatment. For the preschool child, treatment usually takes place outside the home, whether in a day care situation, a therapeutic preschool, or through individual therapy. The treatment includes speech and language therapy, physical therapy, play therapy, behavior modification, and specialized medical care.

By the time the child enters school, the physical signs of abuse are less visible. Because these children may not yet realize that their lives are different from those of other children, very few will report that their mothers or fathers are subjecting them to gross physical injury. It is at this stage that psychiatric and behavioral disorders begin to surface. In most cases the children are removed from the home, at least initially. The treatment, administered through either group or individual therapy, focuses on establishing trust, restoring self-esteem, expressing emotions, and improving cognitive and problem- solving skills.

Taken from : The Gale Encyclopedia Of Psychology 2ND Edition - Bonnie Strickland

Battered child syndrome

admin — Mon, 14 Dec 2009 09:42:20 +0000

A group of physical and mental symptoms arising from long-term physical violence against a child.

Battered child syndrome occurs as the result of long-term physical violence against a child or adolescent. An estimated 2,000 children die each year in the United States from confirmed cases of physical abuse and 14,000 more are seriously injured. The battering takes many forms, including lacerations, bruises, burns, and internal injuries. In addition to the physical harm inflicted, battered children are at risk for an array of behavioral problems, including school difficulties, drug abuse, sexual acting out, running away, suicide, and becoming abusive themselves. Dissociative identity disorder, popularly known as multiple personality, is also common among abused children.

Detecting and preventing battered child syndrome is difficult because society and the courts have traditionally left the family alone. Out of fear and guilt, victims rarely report abuse. Nearly one-half of child abuse victims are under the age of one and therefore unable to report what is happening to them. The parents or guardians who bring a battered child to a hospital emergency room rarely admit that abuse has occurred. Instead, they offer complicated, often obscure, explanations of how the child hurt himself. However, a growing body of scientific literature on pediatric injuries is simplifying the process of differentiating between intentional and accidental injuries. For instance, a 1991 study found that a child needs to fall from a height of 10 ft (3m) or more to sustain the lifethreatening injuries that accompany physical abuse. Medical professionals have also learned to recognize a spiral pattern on x rays of broken bones, indicating that the injury was the result of twisting a child’s limb.

Taken from : The Gale Encyclopedia Of Psychology 2ND Edition - Bonnie Strickland

Based on his research

admin — Fri, 11 Dec 2009 09:39:44 +0000

Based on his research, Bandura has developed modeling as a therapeutic device. The patient is encouraged to modify his or her behavior by identifying with and imitating the behavior of the therapist. Although modeling was first studied in relation to children, it has been found to be effective in treating phobias in adults as well. The patient watches a model in contact with a feared object, at first under relatively non-threatening conditions. The patient is encouraged to perform the same actions as the model, and the situation is gradually made more threatening until the patient is able to confront the feared object or experience on his or her own.

Bandura has also focused on the human capacity for symbolization, which can be considered a type of inverse modeling. Using their symbolic capacities, people construct internal models of the world which provide an arena for planning, problem-solving, and reflection and can even facilitate communication with others. Another area of social cognition theory explored by Bandura is self-regulatory activity, or the ways in which internal standards affect motivation and actions. He has studied the effects of beliefs people have about themselves on their thoughts, choices, motivation levels, perseverance, and susceptibility to stress and depression. Bandura is
the author of many books, including Adolescent Aggression (1959), Social Learning and Personality (1963), Principles of Behavior Modification (1969), Aggression (1973), Social Learning Theory (1977), and Social Foundations of Thought and Action (1985).

Much of Bandura’s

admin — Tue, 08 Dec 2009 09:37:05 +0000

Much of Bandura’s work has focused on the acquisition and modification of personality traits in children, particularly as they are affected by observational learning, or modeling, which, he argues, plays a highly significant role in the determination of subsequent behavior. While it is common knowledge that children learn by imitating others, little formal research was done on this subject before Neal Miller and John Dollard published Social Learning and Imitation in 1941. Bandura has been the single figure most responsible for building a solid empirical foundation for the concept of learning through modeling, or imitation. His work, focusing particularly on the nature of aggression, suggests that modeling plays a highly significant role in determining thoughts, feelings, and behavior. Bandura claims that practically anything that can be learned by direct experience can also be learned by modeling. Moreover, learning by modeling will occur although neither the observer nor the model is rewarded for performing a particular action, in contrast to the behaviorist learning methods of Ivan Pavlov and B.F. Skinner, with their focus on learning through conditioning and reinforcement. However, it has been demonstrated that punishment and reward can have an effect on the modeling situation. A child will more readily imitate a model who is being rewarded for an act than one who is being punished. Thus, the child can learn without actually being rewarded or punished himself—a concept known as vicarious learning. Similarly, Bandura has shown that when a model is exposed to stimuli intended to have a conditioning effect, a person who simply observes this process, even with-out participating in it directly, will tend to become conditioned by the stimuli as well.

Taken from : The Gale Encyclopedia Of Psychology 2ND Edition - Bonnie Strickland